Revised Edition 2013 - University of Wales, Newportcelt.southwales.ac.uk/media/files/documents/2014-01-30/CURRICULU… · Revised Edition 2013 ... employability landscape for higher

Curriculum Design Guide

Revised Edition 2013

Dr Karen Fitzgibbon | Mark Broom | Euros EvansSharon Jones | Lyndsey Muir | Val Norris | Sian Rees

Sue Stocking | Huw Swayne | Dr Rachel Taylor

www.southwales.ac.uk 2

Contents

Introduction 3

How to use this guide 4

Part One – Regulatory Frameworks 4

National requirements 4

The University of South Wales Framework for the Management of Academic Standards,

Quality Assurance and Quality Enhancement 6

Academic Handbook 6

The University of South Wales Learning, Teaching and Assessment Strategy 6

University Assessment Policy 6

Professional Recognition 6

Opportunities for professional recognition at the University of South Wales 7

Part Two – Establishing the philosophy of the course 7

University of South Wales Employability and Skills Development 8

Work Based Learning and Employability 9

University of South Wales Graduate Employability Attributes 10

Personal Development Planning and Employability (PDP) or e-portfolio 12

Part Three – Using the Principles to Develop the Course 14

Principle 1 – Viability and Sustainability of the Course 14

Principle 2 – that the curriculum is holistic and coherent 18

Principle 3 – that the curriculum encourages a breadth and depth of learning that is student centred,

fostering progression and independence 19

Principle 4 – that the curriculum is inclusive and accessible/student centred 23

Principle 5 – the curriculum is based upon or has links to research and scholarship 32

Principle 6 – that the curriculum is based on feedback, evaluation and review 36

Conclusion and Further Support 38

Glossary 38

Learning models for applying the Curriculum Design Guide principles 41

Indicative model for a three-year undergraduate course 44

As part of the University’s Academic Portfolio Review, a team comprising representatives from theFaculties and Student Services, led by CELT, were asked to produce a guide for use by colleagues when designing or reviewing course curriculum. The Curriculum Design Guide (based on similar work conducted at Liverpool John Moores University) presents an overview of the policy, skills andemployability landscape for higher education in Wales followed by six principles to be considered inthe design and review of curriculum. This revised edition has been updated to reflect the changingcontext of higher education in Wales.

How to use this guide

The guide is designed to be a document thatprompts awareness, discussion and debate andpossibly further investigation by course teams asthey work towards the review of existing coursesor the design of new ones.

The checklists and ‘questions for discussion’ offered in Parts Twoand Three are not intended to be exhaustive, but if followed

will enable the course team to feel confident that they havedesigned a course that fits into the overall University of SouthWales’ academic portfolio, meets national and universityregulatory requirements and – above all – offers a challenging,coherent, inclusive and worthwhile learning experience for ourstudents. Staff experienced in designing and reviewingcurricula may choose to use the checklists as a useful aidememoire whilst those less experienced staff will find theexpanded narrative and sources of further information helpful.


University of South Wales3

Introduction

Reviewing this guide in 2013, it became obvioushow much the landscape for higher education inthe UK and Wales has changed since the firstedition of the guide had been published in 2010.

HEFCW’s Corporate Strategy 2015-16 notes that this is a time of great change in Higher Education (HE) presenting somesignificant challenges arising from the new fees and fundingarrangements for students; merger and reconfiguration forinstitutions; and increased competition for research funding1.Challenges aside, this changing landscape has brought about a very positive transformation for us in the formation of thenew institution, the University of South Wales, now the sixthlargest HE institution in the UK, created by the merger of The University of Glamorgan and The University of Wales,Newport2.

A further influencing factor on the sector in Wales is theUniversity’s involvement in the Future Directions work strands3.Future Directions encompasses the quality enhancement workbeing carried out in the Welsh HE sector, which aims toenhance specific areas of the student learning experiencethrough encouraging academic and support staff and studentscollectively to share current good practice and to generateideas and models for innovation in learning and teaching. TheUniversity successfully contributed to ‘Graduates For OurFuture’ which had the following three work strands:1. Students as partners2. Learning in employment3. Learning for employment

The University is now contributing to a new enhancementtheme, ‘Global Graduates: Enabling Flexible Learning’ which willbuild on the successes of ‘Graduates For Our Future’ andincludes three new work strands:1. Distinctive Graduates2. Inspiring Teaching3. Learner Journeys

The University of South Wales’ aims to provide an academicportfolio which is responsive, adaptive, inclusive and attractiveto students and employers of the future. This CurriculumDesign Guide has been developed to provide staff with a seriesof questions, checklists and guidance which will be of use whenreviewing existing courses, or designing new ones.

The guide has been compiled by a group comprising academicrepresentatives from each of the Faculties and campuses,together with colleagues from Student and Library Services, ledby CELT. We would welcome feedback and suggestions forenhancing the guide, so please contact CELT with your ideas.The group would also like to acknowledge with thanks the co-operation of Pat Eastwood at Liverpool John Moores University.

The Guide begins with Part One offering an overview of theregulatory framework for taught courses at The University ofSouth Wales together with suggestions for embeddingemployability and a brief overview of the University policy forassessment. The Guide then moves into Part Two whichencourages course teams to determine the underlying coursephilosophy. Part Three introduces discussion and guidanceconcerning the six principles of curriculum design.

1http://www.hefcw.ac.uk/publications/corporate_documents/corporate_strategy.aspx2http://www.bbc.co.uk/news/uk-wales-221025063http://www.heacademy.ac.uk/wales/future-directions


Part One – Regulatory Frameworks

As courses are developed, they cross boundaries of national and institutional regulatory frameworks.This section attempts to briefly outline the major frameworks relating to higher education in Walestogether with the overarching University Regulations as they relate to courses of study. What follows isa ‘taster’ of such regulations rather than a detailed description. Colleagues wishing to read further onthe subject are advised to follow the links provided.

National requirements

The framework for higher education qualifications inEngland, Wales and Northern Ireland (FHEQ) (secondedition, revised August 2008). These qualification descriptors give a statement of outcomesthat a student should be able to demonstrate for the award of a foundation degree, higher national qualifications (HNC/D),honours degree, masters degree and doctoral degree. Thedescriptors also include a statement of the wider abilities that a typical student could be expected to have developed4.

The Qualifications Framework is different from level descriptors. Level descriptors describe hierarchies of learningthat are designed to help staff write learning outcomes at theappropriate level. Course teams need to be able to justify thelevel chosen both for the award and for individual moduleswithin the course. Since 2003 all learning offered in Wales,including mainstream qualifications, is gradually being broughtinto a single unifying structure – the Credit and QualificationsFramework for Wales (CQFW)5.The framework merges theconcepts of volume of learning achievements (credit) and thedemands made by the learning on the learner (level) to create asystem that is able to embrace all types and styles of learning,and all qualifications. The work has also been extended toinclude CQFW and the European Qualifications Framework(EQF)6.

The key aims of the EQF are to help develop a European-wideworkforce that is mobile and flexible, and to aid lifelonglearning. The EQF will work as a translation device that makesqualifications easier to cross-reference between countries. Thiswill help learners and workers who are moving betweencountries, from job to job and from one education and trainingopportunities in other countries. Implementation of the EQF inthe UK has been organised to correspond to the existence ofthe range of credit and qualifications frameworks in the UK.The development of the implementation plan has beenoverseen by Welsh Government and HEFCW and developed inconjunction and consultation with awarding bodies. They arecurrently in their third phase of the implementation plan whichcovers a period of five years from March 2009 to December20147.

QAA Benchmark StatementsThe Quality Assurance Agency have a recognised set of subjectbenchmark statements for undergraduate and postgraduatecourses, against which course teams should map their courseand module outcomes8,9. It is possible that some course teamswould need to consider more than one subject benchmarkdepending on the nature of the course.

The Foundation Degree qualification benchmark is not specificto any particular discipline but sets out a generic framework forFoundation Degrees that serves as a reference point for use incourse design, delivery and review10.

4http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx5http://wales.gov.uk/docs/dcells/publications/090619handbook20092014en.pdf6http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm7http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm8http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Honours-degree-benchmark-statements.aspx9http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Master%27s-degree-benchmark-statements.aspx10http://www.qaa.ac.uk/InstitutionReports/types-of-review/Pages/foundation-degrees-Wales.aspx



Framework for the Management ofAcademic Standards, QualityAssurance and Quality Enhancement

The University Framework for the Management of AcademicStandards, Quality Assurance and Quality Enhancementprovides a regulatory framework within which all taughtprovision operates. Course and module leaders will find all theregulations on the Academic Registry webpage11.

The University of South Wales Learning, Teaching andAssessment StrategyThe University Learning, Teaching and Assessment Strategy12

sets out the approach to learning, teaching and assessment atthe University of South Wales and shows how the agenda setby HEFCW will be achieved over a five year period.

University Assessment PolicyThe University Assessment Policy Assessment for Learning13

has been approved by Academic Board and concentrates thefocus of assessment on student learning. The main objectives of assessment at the University of South Wales are to enhancestudent learning and to certify that students have achieved anappropriate level of performance.

The Assessment for Learning Policy sets out seven principles ofassessment and academic staff should ensure that assessmentsin modules demonstrate the principles in such a way as toensure assessment is part of the learning experience, ratherthan a hurdle to be overcome.

Professional RecognitionThe Browne report: Securing a Sustainable Future for HigherEducation14 proposed that data should be published showingthe proportion of academics holding a relevant HE teachingqualification. The data is being captured by the HigherEducation Statistics Agency (HESA). The views of the sectorwere sought in the recent consultation undertaken by theHigher Education Academy (HEA) on its Professional StandardsFramework15.

Opportunities for professional recognition at theUniversity of South Wales• The University provides a recognition opportunity for staff via

an HEA accredited CPD route16 which enables staff providing teaching and/or learning support to be recognised,depending on their role and experience as:- Associate Fellow of the Academy- Fellow of the Academy- Senior Fellow of the Academy- Principal Fellow of the Academy

• The University also provides two taught courses in Learningand Teaching:- PgCLT (HE)- PgCertEd (Health and Social Care Professionals)

11http://academicregistry.southwales.ac.uk/qualityframework/12See CELT website http://celt.southwales.ac.uk/resources/ltwa/13http://celt.southwales.ac.uk/resources/lta/14http://www.bis.gov.uk/assets/biscore/corporate/docs/s/10-1208-securing-sustainable-higher-education-browne-report.pdf15http://www.heacademy.ac.uk/ukpsf16http://celt.southwales.ac.uk/does/hea/17For more information please contact CELT


Part Two – Establishing the philosophy of thecourse

Where to start?

There are many pressures on curriculum design - responding toexternal requirements, whether professional or governmentdriven, incorporating initiatives developed by the University ofSouth Wales, creating and maintaining a ‘market’, deliveringcontent and developing learners. Very few course teams areable to start from scratch – most courses are developed fromexisting courses and modules. Even within these constraintsthere are fundamental questions to be debated. It is suggested,therefore, that at an early stage as many staff as possible areengaged in discussions and activities that will help with thedesign of the course and that these should include informationlibrarians, specialist admin and technical staff, IT Services andappropriate support departments such as the Careers andEmployability Service .

The course team will begin by considering a range of questionsconcerning the overarching philosophy behind the course. Thequestions below may be helpful in beginning the dialogue andmay lead to variety of outcomes from a decision to update andcontinue with the same modules through to a conclusion thatthe course is no longer viable, or that a major review of contentand delivery is required. It may be useful to get together agroup of students, recent graduates, employers or placementhosts who could discuss a similar set of questions.

During the early stages of reviewing and (re)designing thecurriculum the team should discuss broad questions about thepurpose of the course such as:

• Why does the team want to redesign the course? • What kind of student is the team hoping to develop?• What are the most important intellectual /professional

/creative/ technical processes that a student will undertake on this course?

• What are the skills, techniques, behaviours, professional practices that a student will develop?

• What distinguishes this course of study in this University? What makes it distinctive in a local, national and internationalcontext?

• On what does the academic content concentrate?• What are the important values that inform this course?• How will the curriculum be organised to ensure such values

are achieved?• How does the team view the process of learning vis-a-vis the

content of learning?• Does the team have a particular approach to the curriculum?• How does the curriculum reflect the central nature of

employability within the course?• Will the course consider integrating the Grad Edge Award

(reflection on work related experiences) as part of the learning experience?

• How does this course of study relate to professional practice?• Is this course more than a collection of modules? How?• What makes the level at which the course is to be delivered

appropriate?• Does the course reflect the appropriate benchmark

statement(s)?• Are there specific requirements from professional bodies that

might influence the course design?• Will the course be accredited by an appropriate professional

body?

Having worked through these questions, the team will haveestablished an underlying philosophy of the course, anunderpinning theme that acts as a thread which brings theseparate modules into a coherent course of study. The nextsection considers how students will build skills and attributesas part of the course, and how the employability agenda can be addressed.



Employability and Skills Development

Employability is an explicit strategic focus for the Universitywhich aims to develop the skills and attributes demanded andvalued by employers. This will be clearly demonstrated byensuring that students and staff work in close partnership withthe world of work. At the University of South Wales, courses aredesigned to ensure that opportunities for students to engagewith employers are maximised to enable students to learnabout themselves and develop their skills within the context ofwork. The Grad Edge Award18 provides a framework for theeffective reflection of employability skills within the workplaceand provides a baseline for work related experience withincourses. This model for employability adopted by the Universityis holistic in nature and is endorsed by the relevant QAA codesof practice19. The CareerEDGE model of graduate employabilitydeveloped by Dacre Pool & Sewell20 is comprehensive andencompasses the development of a range of assets includingExperience of Work and Life; Subject Knowledge,Understanding and Skills; Career Development Learning;Generic Skills and Emotional Intelligence.

Employability will be clearly reflected in the strategic planningprocess at faculty level and will be a key feature of the strategyfor Learning, Teaching and Assessment at an institutional level.The work of Employer Panels will also significantly contribute toemployability planning at course level.

Key factors for curriculum design in realising the Grad Edgeemployability objectives are to:

• Make the development of employability skills more explicit within the curriculum

• Provide students with the opportunity to practise skills and toreceive feedback

• Enable students to reflect on, and articulate the skills thatthey have developed while undertaking their University course

• Provide opportunities for students to develop their self-awareness and confidence as independent learners

• Provide opportunities for all students to transfer skills into work-related context.

The key curriculum requirements relating to theimplementation of Grad Edge are that:

• An element of Learning for Employment (or Work Related Learning), via Grad Edge is a key feature of all undergraduatecourses

• Such courses include a range of transferable Graduate Skills and identify opportunities within the curriculum for those skills to be to be taught, practised and assessed

• Course teams encourage their students to consider and develop opportunities that the course provides for self awareness, organisational awareness and making things happen. Staff should encourage students to utilise the resources available via the Careers and Employability Service21

Work Based Learning andEmployability

Work Based Learning may incorporate either ‘Learning throughemployment’ i.e. a company in-house training course, or anaccredited course of study at a HEI such as the University ofSouth Wales, or incorporates ‘Learning for employment’ i.e.work related experience which is broadly defined, e.g. aplacement as part of a course such as a one year sandwichplacement or clinical practice; short placements which areproject lead or work related live projects which couldincorporate work on a voluntary basis.

The University of South Wales’s Learning through EmploymentFramework enables courses at all levels to be designed inpartnership with employers. Please go to the CELT website formore information22.

Learning for employmentLearning for Employment is about “…involving studentslearning about themselves and the world of work in order toempower them to enter and succeed in the world of work andtheir wider lives. Learning for Employment thus involves highereducation students in four interrelated areas of learning:

• Learning about oneself – one’s capabilities, confidence, life interests and career orientation

• Learning and practising skills and personal attributes of valuein the world of work

• Experiencing the world of work (broadly defined) in order to provide insights and learning into the world of work predominantly associated with the subjects of one’s higher education studies and

• Experiencing and learning how to learn and manage oneself in a range of situations, including (of course) those to be found at work and central to self-management and development activities23

18www.southwales.ac.uk/edge19QAA Codes of Practice for Careers Education, Advice, Information & Guidance; Placement Learning and Personal Development Planning. Framework for the Management of Academic Study, Quality Assurance and Quality Enhancement. http://academicregistry.southwales.ac.uk/qualityframework/20Dacre Pool ,L & Sewell, P(2007). The Key to Employability: Developing a practical model of graduate employability. Education & Traing,Vol49,No4,pp277http://www.escalate.ac.uk/downloads/6134.pps21www.southwales.ac.uk/careers22http://celt.southwales.ac.uk/does/LTE/23Morelan,N. Work-related Learning in Higher Education.(2005) learning and Employability Series Two, HE Academy.http://www.heacademy.ac.uk/assets/documents/employability/ESECT_Work_related_learning_in_higher_education.pdf


University of South Wales GraduateEmployability Attributes

Course leaders need to consider developing the curriculumwithin the context of the USW Graduate attributes as approvedby the University Learning and Teaching EnhancementCommittee which are as follows:

A. BehaviourUniversity of South Wales graduates endeavour to be confident,independent, enterprising, dynamic, professional andsupportive team players, who are culturally and socially aware,respectful of others and their opinions, willing and able to dealwith complexities, and committed to lifelong learning andcontinuous personal and professional development.

B. Capabilities and SkillsUniversity of South Wales graduates are educated in the abilityto research, analyse, communicate and reflect, and becomecritical thinkers who can apply their knowledge competently inorder to provide creative solutions to problems that arise in avariety of contexts.

C. Beliefs and ValuesThe University develops graduates who aspire to be ethicallyand globally aware, socially responsible and honest, with abelief in their own value and in the value of others.

D. IdentityUniversity of South Wales graduates aspire to be confident,independent, global citizens, proud to identify with and meetthe expectations of their chosen profession, and proud to be agraduate of the University of South Wales.

Embedding Employability SkillsThe University needs to continue to build upon existing goodpractice in using a broad range of approaches to embedemployability into the curriculum24. “Universities are changingthe way their courses are taught to build employability skillsinto the curriculum – for example by encouraging teamworking, problem solving and using real-life case studies toilluminate theory.”25 This approach of embeddingemployability into the curriculum is endorsed by employersand Universities UK. The CBI in their report, Future Fit,recommends that universities take the opportunity to raise theprofile of the broad range of employability activities bydeveloping ‘distinctive brand’ to celebrate and promote bestpractice.

Grad Edge Employability Skills FrameworkCourses should explicitly demonstrate how the following skillsare being delivered:

1. Teamwork/Managing and Leading People2. Communication and Influencing3. Customer or Client Experience4. Innovation or Commercial Acumen5. Flexibility and Adaptability6. Decision Making and Problem Solving7. Planning and Organising8. Career Related Skills/Entrepreneurial Skills

Graduates of all disciplines will need to demonstrate in today’scompetitive labour market how they have developedemployability skills as part of their course and broaderexperiences at the University26.

24‘Embedding employability into the curriculum’ (Yorke and Knight 2006) http://www.employability.ed.ac.uk/documents/Staff/HEABriefings/ESECT-3-Embedding_employability_into_curriculum.pdf25Future Fit: Preparing graduates for the world of work’. (March 2009). CBI/UUK http://www.cbi.org.uk26 ‘So what do employers want? Graduate Prospects. www.prospects.ac.uk



Personal Development Planning andEmployability (PDP) or e-portfolio

PDP is ‘a structured and supportive process undertaken by anindividual to reflect upon their own learning, performance and/or achievement and to plan for their personal educational andcareer development. It is an inclusive process, to all learners, inall HE provision settings and at all levels.’ (QAA, 2009)27.

The current University Policy on Personal DevelopmentPlanning (Personal Development Planning)28 states that ‘AllUniversity and College students and those studying at apartner college will be provided with opportunities forpersonal development planning at each stage of theirprogramme.’

The university undertakes to inform students applying to acourse of study about its policies on PDP.

PDP and Grad EdgeGrad Edge has been developed by the University with the aimof providing students with opportunities and experienceswhich can help them when competing for employment 29. The PDP process is an important feature of Grad Edge:

• The PDP process can help students to reflect on their personaldevelopment; to evidence their skills development and can help students develop as individuals.

• PDP is part of a wider course focus which could be on employability, professional practice, citizenship or the globalcommunity.

• At a minimum level it is expected that PDP sessions provide feedback to students on how they are performing academically and in developing skills, where any gaps might be, and how they can secure the required skills and experience.

• PDP could be a vehicle for developing Employability Skills as part of the curriculum, eg, students could be required to plan for and reflect on work experience.

• By emphasising that Learning for Work, Employability and PDP is taken seriously course teams can help establish a culture of engagement.

• Your Faculty may have developed a specific policy for PDP – your Head of Student Experience would be able to advise you.

e-Portfolios to support PDPAll registered students and staff are able to access an onlineportfolio (e-Portfolio) via the University’s LearningEnvironment. This has been introduced to enhance PDPpractice across the faculties.

For more information and training about using e-Portfoliosplease contact CELT30.

PDP and the Grad Edge Employability ChecklistHas the course team:

• Developed a shared understanding of what PDP means• Reviewed the opportunities within the curriculum for PDP

and Employability• Ensured that PDP and Grad Edge is introduced as part of

induction for all courses • Ensured that progress reviews are available• Agreed format of progress reviews• Ensured that PDP is identified within a course specification• Clarified the role and responsibilities of tutors with respect to

PDP• Considered the involvement of staff from the Careers and

Employability Service• Considered how PDP can encourage the students to engage

in Employability• Arranged staff development• Decided on responsibilities of students towards PDP and

Grad Edge• Discussed and decided on any resources to be used• Decided on possible assessment• Decided on timetabling for PDP and Employability• Decided on allocation of staff to students• Updated contact list • Considered attendance requirements• Considered feedback and evaluation• Considered data protection and confidentiality issues• Put quality assurance /feedback process in place• Considered the ICT support /e-portfolios for PDP and

Employability

27http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/PDPguide.pdf28http://academicregistry.southwales.ac.uk/documents/download/189/29http://gradedge.southwales.ac.uk/about/30http://celt.southwales.ac.uk/staff/


For more information on Employability and SkillsDevelopment• Learning for Employment (including Good Practice and Work

Placements) - please contact CELT or go to the CELT website - http://celt.southwales.ac.uk/does/LTE/

• Grad Edge – for more information about the Grad Edge Award; resources; students guide; support -www.southwales.ac.uk/edge

• Careers and Employability – please contact the Careers andEmployability Service for resources; intervention and guidance http://careers.southwales.ac.uk/

• Graduate Employment – for latest information on labour market information; student employment and reports and projects – www.prospects.ac.uk

• Work Based and Placement Learning – the University of South Wales is a member of ASET which encourages the integrating of work and learning – www.asetonline.org

• Work Based Learning – a network for education professionalswith projects, resources and publications www.wlecentre.ac.uk/cms/index.php

• Work Experience – resources and reports – http://work-experience.org/

• Subject Employability Profiles – www.heacademy.ac.uk/ourwork/learning/employability/links

• Action Planning Processes – http://recordingachievement.org

• Personal Development Planning and Employability – www.heacademy.ac.uk/resources/detail/ourwork/employability/PDP_and_employability (see series 2 number 7)

• PDP Toolkit – http://www.qaa.ac.uk/Publications/InformationAnd Guidance/Pages/PDP-toolkit-second-ed.aspx

• Personal Development Planning interactive e-learningresources – http://www.palgrave.com/skills4studycampus/

• Resource Guide on PDP – http://www.heacademy.ac.uk/ resources/detail/pdp/pdpResource related to Employabilityhttp://www.hefcw.ac.uk/policy_areas/business_and_communities/skills_employability.aspx



Part Three – Using the Principles to Develop theCourse

A well designed curriculum is:

1. viable and sustainable 2. holistic and coherent3. designed to encourage a breadth and depth of learning that is student centred, fostering progression and independence 4. inclusive / accessible / student centred5. linked to research and scholarship6. based on feedback, evaluation and review.

The following pages offer colleagues a series of checklists and questions for discussion amongst course teams as the design or review ofcourses and curricula take place.

Although there is no agreed definitive list of principles of curriculum design a useful set of principles foranyone engaged in curriculum design is offered below.

Part Three of the Guide introduces the six principles of curriculum design and offers a series ofquestions for course teams to consider as they complete the course specification.


Course Proposals are now submitted, and approved throughthe University’s Integrated Curriculum Information System(ICIS), accessible here:http://academicregistry.southwales.ac.uk/icis/. Once completedthese are considered at Faculty Level by a Faculty AcademicDevelopment Committee or the Faculty Executive where theymay be approved, rejected or returned to the Coursedevelopment Team for revisions. Following this a Cross-University Peer Review panel are invited to leave commentsrelating to the proposal. Subsequent to the Peer Review, theproposals are then discussed by the Deans and Executive. TheDeans and Executive will approve, reject or ask for a revisedversion to be represented at a future meeting.

As part of this process, financial consideration of courseviability and sustainability should be established via a fullcourse costing/business case, which accompanies the proposal.This should be completed in conjunction with your FacultyBusiness Manager. The proposal contains sections for thenarrative and summary of the proposed course, includingexpected recruitment and retention, along with detailed

costings of resources required to operate over the first fiveyears of operation.

This is attached to the on-line Course Proposal which considersthe rationale for the course based on a detailed considerationof the internal (e.g. existing course provision) and externalenvironment (competitor position). The target market for thecourse should be clearly identified in terms of the studentdemographic and current trends with underpinning research.The rationale for any new course must be based around thisbusiness case. The business case will clearly identify coursecostings and break even points in terms of recruitment forexample, how the course value will be evaluated andmeasured.

Issues such as student numbers, achievement and progressionshould be identified using the University Course Digest. Courseviability must consider the relevance of the course to thestrategic mission of the University and Faculty. Any added valuesuch as research/scholarship opportunities should berecognised.

Has the course development team: More on this 3

completed a course costing/business case establishing course viability and sustainability Principle 2including relevance to the strategic mission of the University and Faculty and target market. Principle 4NOTE: This must be completed in conjunction with your Faculty Business Manager.

considered course viability and sustainability where there are internal or external collaborative partnerships with key stakeholders.

identified immediate academic staffing requirements to ensure course viability.

identified ongoing academic staffing requirements to ensure course sustainability and succession planning.

identified immediate resources requirements to ensure course viability eg, equipment, Principle 3machinery etc.

identified ongoing resource requirements to ensure ongoing course sustainability Principle 3eg, future equipment requirements.

established a viable and sustainable delivery pedagogy and assessment strategy to ensure sufficient recruitment.

considered any ethical issues associated with the viability and sustainability of the course

Principle 1 – Viability and Sustainability of the Course

At the design stage of the project the course development team must consider the issues of viabilityand sustainability.

Initial course viability can be measured against several metrics including strategic significance, target market, academic and supportstaff requirements and resourcing. Course sustainability must consider the same issues with a longitudinal perspective.



Course Development teams will consider the role of keystakeholders in terms of internal (available resources, staffexpertise and knowledge) and external (employers availabilityand support, professional body accreditation) viability andongoing sustainability, for example collaborative courses withinternal partners (faculty and academic staff). The business casemust consider staffing requirements for academic, technicaland support staff for both initial viability and ongoing coursesustainability. The resources required to ensure immediate andongoing course sustainability should be clearly established. Forexample, learning resource requirements such as journals ande-resources, specialist technical equipment to successfullydeliver the course.

The course development team should also consider whether aviable and sustainable delivery pedagogy been established toensure sufficient recruitment. Does the assessment strategymeet the requirements for a course of this type? In terms ofpedagogical delivery has a valid and sustainable deliverypedagogy been identified? The pedagogical strategy must beflexible enough to support a variety of learners’ requirementsand delivery platforms (e.g. face to face, distance, blended, e-learning etc). Ethical issues must be explored with the courseproposal to ensure there are no conflicts with the University’sprocedures and regulations.

Market forces, student demographics and an expanding bodyof knowledge require the course development team toconsider the relevance of their course in the current economicclimate. Keeping abreast of the ever changing academiclandscape helps determine whether the course is ‘fit forpurpose’, needs change or should be withdrawn from theportfolio.

To ensure that our courses attract motivated and proactivelearners it is essential that the course has currency in an everchanging work environment. Knowing the course’s targetaudience is a fundamental first stage in course design and anessential stage in course development. Course Developmentteams need to be aware of their likely students and considerhow the curriculum is going to (or will continue to) attract suchstudents. A good starting point is to check the background ofexisting students/prospective students and the career market:

• entry qualifications and other entry statistics• previous education - FE college, access, state school, overseas• first time into HE?• gender balance• inclusivity of students and applicants.

Are current students and those on the new/revised course likelyto:

• be working?• be unfamiliar with particular aspects of the course/not

familiar with expected pre-requisite knowledge?• be familiar with, and have access to the latest

communications technology?• have reasonable study skills?• have realistic expectations of HE?• know what career they are aiming for?

In summary, has the course team:

• Completed a business case establishing both immediate andongoing course viability through detailed costings andnarrative.

• Evaluated the issue of initial viability of course design in termsof initial start up costs (e.g. required equipment, resources (journals, e resources) to deliver the course).

• Provided evidence of the long term sustainability of the course based on a strategic appraisal of the course through adetailed analysis of the internal and external environment.

• Considered the immediate viability of the course in terms of staffing (existing staff competencies in terms of knowledge,qualifications and skills).

• Ongoing course sustainability is assessed in terms of future staff training requirements.

• Identified student numbers• Identified evaluation points (after 1 year, 3 years etc) when

the future sustainability of the course is evaluated.• Liaised with the International Recruitment Office• Discussed the likely characteristics of the target intake• Discussed ‘widening participation’• Integrated employability and work related learning.


Principle 2 – that the curriculum is holistic and coherent

The aims of the course should be agreed by the whole course team and importantly, embedded intheir actions and words. This will be particularly apparent at validation/review events.

Questions that could be used in discussion with thecourse team:• Is it realistic to be able to design and offer new modules?• Is there a balance between breadth of study and depth of

study? • Is it better to cover a few areas in greater depth rather than to

try to cover too many discrete topics? Does the balance between breadth and depth change as a student progresses?

• Will students see the connections between modules – how can connectivity be encouraged?

• Have alternative delivery methods been considered rather than a reliance on lectures and tutorials

• Are the key principles/aims of the course developed throughout the course?

• Are any key principles delivered only through optional modules – meaning that they could be missed from the students’ experience depending on option choices?

• Are complexity of knowledge and skills developed as the student progresses?

• Consider how ‘real-world settings’ could be used to engage learners

• How does the course use technology to enhance learning?• Consider how the methods of delivery could help to develop

confidence in students’ ability to learn the subject, eg, problem solving activities, small tasks and immediate feedback early in a course, working in tutorial groups, peer support and mentoring

• How does Personal Development Planning (PDP) align with the curriculum?

• How does Grad Edge link to the course?

Having agreed the course aims and used the prompt questionsabove, the team will be in a position to develop a coursespecification.


considered feedback from students and external examiners, advisors, employers etc Principle 6

discussed and agreed the course aims Part Two

discussed the appropriate benchmark statement(s) Part One

discussed a range of teaching methods across the course Principle 3

discussed a range of assessment methods across the course Part One and Principle 3

discussed USW’s policies and guidelines such as the Assessment Policy31 Part One

taken account of professional body requirements

agreed the course specification Part Two

31http://celt.southwales.ac.uk/resources/af/



Developing a course specificationCourse teams need to be sure that the course outcomes are atthe ‘right’ qualification level. The National QualificationsFramework (August 2008)32 provides qualification descriptorswhich give a statement of outcomes that a student should beable to demonstrate for the award of a particular qualification.The descriptors also include a statement of the wider abilitiesthat a typical student could be expected to have developed.These descriptors may be of use when discussing courseoutcomes.

A course specification includes a concise description of theintended outcomes of learning from a course, and the meansby which these outcomes are achieved and demonstrated. Acourse specification should identify potential stopping-offpoints and give the intended learning outcomes of the coursein terms of:

• the knowledge and understanding that a student will be expected to have upon completion;

• cognitive skills, such as an understanding of methodologies or ability in critical analysis;

• subject specific skills, such as laboratory skills;• transferable / personal development / practical skills:

communication, numeracy, the use of• information technology and learning how to learn.

Curriculum mapping or auditing is a good way to stimulatediscussion about coherence. The teaching, learning andassessment methods that are in use or are proposed could berecorded on a course grid, which will then show anyimbalances. University’s templates for course specifications willinclude matrices for mapping the curriculum, assessment andskills associated with the course and are a valuable aid forcourse teams to use when preparing a course specification.

32http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx


Principle 3 – that the curriculum encourages a breadth and depth of learning thatis student centred, fostering progression and independence


Ensured that the Programme Learning Outcomes are comprehensive in approach, meaningful in content, and relevant in academic and industrial contexts?

Examined that module learning outcomes lead directly from course and level learning outcomes?

Examined all modules for overlap, and ensured coverage and delivery of learning Principle 2outcomes overall?

Considered the balance of all modules across the programme in relation to delivering the course learning outcomes.

Considered how learning outcomes at all levels will be communicated to students?

Determined the course’s strategy for assessment and feedback?

Considered how this strategy is implemented, including range of assessment activities, student workload, coverage, timing and nature of assessment.

Considered if the award needs to adhere to professional requirements or guidelines?

Considered the range of learning and teaching strategies employed across the course?

Thought about how students actively engage with their learning through a range of

activities, and

How students prepare for:

Critical methods of thinking Principle 5

Developing research skills

Considered how the delivery, content, assessment and supporting resources provide a meaningful component of the overall course.

Whether the assignments prompt complex thinking, such as integrating concepts, applying learning, constructing arguments and hypothesising?

Considered that the assessment is diverse, engaging, realistic, timely, and meeting student expectations:

Is there a clear relationship between assessment and learning outcomes?

What forms and range of assessment are used in the course?

What are the processes, mechanisms and timescales for assessment?

Considered how assessment influences a student’s approach to learning?

Taken account of the Assessment for Learning Policy33





Checked that the student workload is realistic, balanced, achievable, engaging and communicated to the students.

Considered if formative assessment is used to structure student effort in preparation for the summative components of the course/module?

Identified if the number of assignments, method of assessment and timing, realistic and achievable within the academic year?

Checked for bunching of assessment around key points in the year? How can these be avoided?

Consider if the nature and type of assessments are complementary or repetitive?

Consider whether different methods of feedback are used in modules and across the course? - Group / Peer, Written, Podcast, Individual.

Is the form of feedback suitable for the type of assessment?

Do students receive feedback in time to improve future assignments?

Is the feedback suitably reflective, and does it help students identify strengths and weaknesses to improve future assignments.

How do the course and individual modules prepare students for employment? Employability / PDP: Part 2

How do learning activities, assessment and assessment develop employability skills relevant to the sector?

How will students engage with Personal Development Planning PDP at all levels in the course and specific modules?

How do students progress to become autonomous learners / potential employees from Levels 4 to 6?

How is student’s learning developed through the course?

How are students made aware of their role as active progressive learners at each level?

Considered how different learning technologies are used on the course to enhance the Learning learning process?34 Technology

Considered the role of technology in fostering discussion and feedback: eg, through the wide range of online learning environment tools?

34JISC Guide to using technology when managing curriculum change http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx


• Are there examples of using technology effectively in the curriculum?

• Would the programme benefit from the use of interactive packages, assessment quizzes, on line discussions, wikis, podcasts or social websites such as Facebook?

• Would students prefer face to face, e-mail or other technological mechanisms for support and supervision?

The use of technology can help students learn at their ownpace and provides opportunities to interact with curriculummaterial and with each other in ways that may be not possible,or in which they have been unwilling to participate in moretraditional setting. This does rely on the student’s computerliteracy and ensuring there is help and support available toassist learning in this technological age. It is essential that staffand students appreciate that they have access to technical andsupport staff to effectively utilise technology.

Assessment should be seen as part of the learning processrather than an endpoint of a module/programme. Theassessment process should be dynamic, thought provoking andapplied to the learning outcomes laid down in the module butequally be applicable to the world of work. Students should beable to see relevance in the assessment process rather than a

task that needs to be completed at the end of a course ormodule.

The programme team needs to promote a co-ordinatedapproach to technology enhanced learning in conjunction withthe IT Services and The Centre for Excellence in Learning andTeaching (CELT) to arrange the implementation of any newtechnological developments and to keep up to date withenhancements to existing technology. Programme teamsshould therefore, consider how technology is used in order toenhance learning.

Checklist

Has the course team:

• Reflected on the impact of the use of technology in learning, teaching and assessment

• Considered a policy on technology enhanced learning• Involved IT Services and Student Support and Library Services

in course/module planning discussions• Considered how the available physical resources will be

allocated across the course



Principle 4 – that the curriculum is inclusive and accessible/student centred

What does inclusive, accessible and student centredmean?

• How do we engage students in learning, what support do wegive them?

• How well do we know our existing students? • How can the curriculum be appropriate to all students,

whatever their background, experience and pattern of study? • Is accessibility just about physical access or does it means

something else as well? • Do we need a variety of methods of delivery? • Is the course aimed at a particular group of learners,

eg, professionals updating their skills?• How does the team know what delivery methods are used? • Has the team discussed a team approach to delivery? • What is the role of the course team in supporting students

vis a vis the role of Welfare Services?

Whatever the team thinks about these questions there arecertain minimum requirements that all staff need be aware of:

It is against the law to discriminate against a student orapplicant because of a protected characteristic includingdisability, race, gender, religion or belief, sexual orientation,gender reassignment, pregnancy and age. The Governmentintroduced a single Equality Act in April 2010 to consolidate theprevious anti-discrimination legislation. The purpose of thelegislation is to promote equality of opportunities so that allpeople can have opportunities and choices including access tolearning. It is not expected that academic standards should becompromised in any way. The course team should monitor thecomposition, progress and achievement of students to improvethe success of all students and to check whether specificgroups are underperforming. Consideration should be given towhether the content of the curriculum could exclude aparticular group of students; and whether the methods ofdelivery and assessment place certain groups at adisadvantage.

The Equality Act 2010 subsumes all previous disabilitylegislation:

The Equality Act aims to harmonise discrimination law acrossthe different equality strands as well as strengthen the law tosupport progress towards equality. The Act replaces theDisability Act (DDA) and creates a piece of anti-discriminationlegislation across eight ‘protected characteristics’. Theprotected characteristics under the Act are:

• Age• Disability• Gender reassignment• Marriage and civil partnership• Pregnancy and maternity• Race• Religion or belief• Sex and sexual orientation

The definition of ‘disability’ has not changed, but the Act setsout the different ways in which it is unlawful to treat someonesuch as:

• Direct and indirect discrimination• Harassment• Victimisation• Failing to make a reasonable adjustment for a disabled person• The act also prohibits unfair treatment in the workplace,

when providing goods, facilities and services, when exercising public functions, in the disposal and managementof premises, in education and by associations.

Under the act as in previous disability equality legislation, it ispermissible to treat a disabled person more favourably than anon-disabled person and it remains a legal obligation to makereasonable adjustments.

The duty to make reasonable adjustments remains anticipatoryfor education providers and providers of service and publicfunction. HEI’s therefore have a duty to make reasonableadjustments to ensure that disabled people do not facesubstantial disadvantage. This could be in relation to a policy,criterion or practice, or physical features.

These adjustments apply where a disabled person is placed at asubstantial disadvantage in comparison to non-disabledpeople. These provisions do not apply to other equality strandsand are unique to the Disability Section. The threerequirements of the duty are in relation to:

• Provision, criteria or practice: To meet the first requirement HEI’s are obliged to consider the way in which they do things, such as showing due regard to changing a practice or procedure

• Physical features: The second requirement relates to the making of changes to the built environment, such as providing inclusive access.

• Auxiliary aids: The third requirement expects HEI’s to show due regard to the provision of auxiliary aids and services.


New under the Equality Act is:

1. Combined discrimination whereby someone can bring a claim if they felt they had experienced discrimination because of a combination of two protected characteristics.

2. Discrimination by perception, meaning that it is illegal for anemployer/service/education provider to discriminate againstsomeone they perceive to have a disability

3. Discrimination by association, non-disabled people will be able to claim discrimination by association to someone witha protected characteristic

4. Discrimination arising from a disability, this replaces ‘disability related discrimination’. It is similar to indirect discrimination but differs in two main aspects. Firstly there isno need to show group disadvantage that a ‘policy, criterion or practice’ would put others at a disadvantage. Secondly there is no need for a comparator. The only question is whether the particular person claiming discrimination istreated unfairly.

The course team’s awareness and assumptions about theirstudents may adversely affect some groups of students orapplicants.

General More on this 3

discussed the implications of the likely background, qualifications and experience of Included in its students? Principle 4

considered an inclusive approach to curriculum design and delivery? Included in Principle 4

put in place the administrative arrangements required to provide practical support for Disability and students (both academic and welfare)? Dyslexia service

manager

ensured student support (both academic and welfare) is signposted clearly? Disability and Dyslexia servicemanager

considered a range of assessment types? Included in Principle 4

considered whether students can choose an assessment type? Included in Principle 4

become aware of the single Equality Act 2010? And the University’s Equality Scheme? Included in Principle 4

ensured that the course design does not allow any direct or indirect discrimination based on gender or gender reassignment?

ensured that the course design does not allow any direct or indirect discrimination based on religion or belief?

ensured that the course design does not allow any direct or indirect discrimination based on age?

ensured that the course design does not allow any direct or indirect discrimination based on pregnancy?

ensured that all learning outcomes are explicit to all learners?

taken account of any relevant professional body guidance or requirements?

considered opportunities for students to plan their learning and what support the course provides?

Has the course team:

University singleequality scheme35

35http://hr.southwales.ac.uk/hr/equalitydiversity/single_equality_scheme/



Disability and Dyslexia More on this 3

Considered the entry requirements of the course? Included in

• and that they are clear to applicants?

• and that applicants can understand who can and cannot access the course?

• and have determined where adjustments could be made to the entry requirements?

considered whether all methods of course delivery and assessment are accessible to all Included in students? Principle 4

Considered whether there are/is

• any activities such as field trips, laboratory sessions, physical activities, work-based experiences (including clinical placements), exchanges and other activity outside University of South Wales?

• any group work?

• any presentations?If Yes to any of these - do these prevent particular groups from accessing the curriculum or JISC TechDis37

hinder participation in activities? (If yes, then consideration must be given to alternative arrangements and approaches that could be available).

ensured staff know the procedures to follow if a disability is disclosed? DDS Handbook38

Involved colleagues from the Disability and Dyslexia Service for additional advice and Contact Studentguidance Services 01443

482080 or [email protected]

International More on this 3

considered whether this course is suitable for an international audience? Included in Principle 4

considered whether the course is likely to recruit international students?

demonstrated that it has considered the learning needs of international students? Included in Principle 4

considered how the course makes students aware of the global impacts of professions British Councilrelated to the subject area? - Going Global39

considered how the course enables other knowledge/ perspectives to be recognised and valued?

considered in what ways the course seeks to link issues of cross-cultural capability, diversity and global responsibility to employability?

considered how does the course encourage students to be curious beyond their own cultural boundaries?

considered how is a student from this course prepared to interact with/ benefit from/ contribute to diversity in the world beyond the University?

Arranged additional learning and teaching support such as plagiarism awareness Education Drop-in Centre40/CELT41

Principle 4

Inclusive Assessment in Higher Education: A Resource for Change36

36http://www1.plymouth.ac.uk/disability/Documents/Space%20toolkit.pdf • 37http://www.jisctechdis.ac.uk/38http://studentservices.southwales.ac.uk/documents/download/9/ • 39http://www.britishcouncil.org/goingglobal-2_-_1c_-_david_killick.pdf40http://edic.southwales.ac.uk/ • 41http://academicregistry.southwales.ac.uk/regulations/ http://unilife.southwales.ac.uk/pages/3168#goodpractice


Assumptions about:

Prior knowledge

Decisions on marketing andpublicity about the course

Timetabling

The use or non use oftechnology

Staff knowledge of culturaldifferences

The variety or lack of variety ofdelivery and assessmenttechniques across modulesEducation Drop-in

Examples of reasonableadjustments

Will the student be conversant with aVLE? Does the student have a basicunderstanding of the subject? Are thestudent’s maths skills sufficient andcurrent to engage with the course?

Does the information specify the level ofphysical activity which may be requirede.g. geography field courses?Reasonable adjustments would besimulated field work or alternativevenues. Does the publicity specify thelevel of language skills required? Willstudents be assessed for spelling andgrammar?

Reasonable adjustment: appropriatetimes for delivery to accommodatestudents with caring responsibilities orimpairments resulting in fatigue.

If using technology is it compatible withassistive courses such as screen readers?Reasonable adjustment may meanchanging the format of delivery wheretechnology is used or using technologyto aide delivery. The information accessservice in LCSS – link?

Group work may not be appropriate forstudents with Asperger’s syndrome.

What is the consequence of peermarking schemes for students withspecific learning difficulties?Is a fixed time exam requiringknowledge retrieval appropriate forsomeone with depression and anxiety?Is it testing the what is intended in thelearning outcomes

Has the student come from recenteducation experience? Mature studentsmay not have.

Are you being explicit about therequirements and demands of thecourse?

Will the timetable composition affectthose with caring responsibilities,religious practices or impairments?

Is the decision of the team taking accountof the disabled students and use ofassistive technology?

Has any training been undertaken?

The choice and use of fieldtrips/excursions/practicals all affectstudents differently. Using a variety ofteaching and assessment methods, whereappropriate to the learning outcomes, willhelp students with different approachesto learning. The team may consider:• alternative arrangements be made

available to those students who, for example, are unable to access parts of the course such as field trips?

• offering alternatives to all students?Adjusting the methods of learning,teaching and assessment to meet theneeds of a wide range of students is likelyto benefit all students and possibly willimprove student performance.



Questions that could be used in discussion with thecourse team:

General• Has the course team considered the faculty’s recruitment and

progression statistics, and is there any evidence that the course team have sought the views of groups of student withprotected characteristics (eg, disability, gender, race) where there is an imbalance?

• Are certain groups under-represented, do certain groups do less well? How are any imbalances addressed?

• Does the curriculum, scholarship, research involve previously underrepresented groups?

• Are there opportunities to present diverse view points and different approaches in the curriculum?

• Do/(how do) assignments take account of the diverse background and cultures of students?

• What does the course team do to encourage students to be ‘inclusive’? (eg, diversity workshops at induction, group working where groups are assigned randomly)

• Is there a range of assessment methods across the course?• Is there a range of teaching methods across the course?• Discuss the possibility of students choosing an assessment

method/assessment topic• Can staff give an example of any adjustments made to the

curriculum or to teaching practice in response to either the equality duty or to inclusivity?

• What has the course team considered in order to remove anybarriers to access to field trips, work placements, specialisedequipment by particular groups of students?

• What staff training has taken place on equality and inclusivity?

Further informationOther legal requirements and relevant information relating toinclusivity to consider:

• Religion and Belief Guidelines and the University Single Equality Scheme42

• The Race Relations Act (2001) requires the University to promote race equality; to assess the impact of its policies on students and staff of different racial groups; and to monitor, by reference to those racial groups, the admission and progress of students and the recruitment and career progression of staff. 43

• The Sex Discrimination Act (1975) was amended in 2006 andrequired a gender equality scheme by April 2007. In the SDA,unlawful discrimination is defined as:- Direct and indirect discrimination on grounds of sex- Discrimination on the grounds of pregnancy, maternity and

paternity leave

- Discrimination on the grounds of gender reassignment- Direct and indirect discrimination against married persons

and civil partners - Victimisation- Harassment and sexual harassment44

• Single Equality Bill45

For further information relating to all strands of equality andhow policies affect higher education see http://www.ecu.ac.uk

Questions that could be used in discussion with thecourse team:

Disability and Dyslexia• Do the admissions criteria present any unnecessary barriers

eg, a requirement to be physically fit/mobile in a sports course when a disabled sportsperson could be included?

• Do staff know the procedures if a student declares a disabilityto them? Are staff aware of their responsibilities?

• How are students advised about disclosure and the DisabledStudents’ Allowance?

• Do staff, and students, think the disclosure procedures work?• Do course documents make reference to alternative

approaches/arrangements? Or to materials being available inother formats?

• Do staff and students know who their faculty disability co-ordinator is? What do they think the role of that person is?

• Has the course team sought further advice and guidance from the Disability and Dyslexia Service in Student and Library Services where appropriate

Further information• Understanding the Disability Discrimination Act.

A Guide for Colleges, Universities and adult learning providers in Great Britain. (2007) Disability Rights Commission http://www.skill.org.uk/page.aspx?c=63&p=152

• Special Educational Needs and Disability Act (SENDA) 2001. Compliance in Higher Education - adapted for use in theUniversity of South Wales.

• Inclusive Assessment in higher Education: A Resource for Change. http://www1.plymouth.ac.uk/disability/Documents/Space%20toolkit.pdf

• Disability and Dyslexia Service handbook - http://studentservices.southwales.ac.uk/documents/download/9/

• Higher Education Academy - http://www.heacademy.ac.uk • Disability and curriculum: the challenge for academic staff;

http://www.heacademy.ac.uk/assets/documents/resources/database/id413_disability_and_the_curriculum.pdf

42http://hr.southwales.ac.uk/hr/equalitydiversity/single_equality_scheme/43http://www.ecu.ac.uk/inclusive-practice/promoting-race-equality44http://www.ecu.ac.uk45http://www.ecu.ac.uk/news/press-releases/2009/equality-bill-published/?searchterm=equality%20bill%20briefing


International students and internationalising thecurriculumMany courses at South Wales have significant number ofstudents who have come to study from overseas. Providing aninclusive approach to teaching and learning is particularlyrelevant for these courses. However, being explicit about theacademic processes that the course employs will benefit allstudents not just international ones. Most students wouldwelcome information about what is ‘good’ work, how work isassessed, what the rules are for behaving in lectures, seminars,practicals etc.

• Consider the diversity of students on the course and be awareof social and cultural differences that may affect a student’s view of assessment and teaching methods.

• Make sure all students know about assessment, teaching methods and what is expected from each method, the natureof study that is required outside of class and the nature of relationships with staff.

• Using straightforward language, avoiding jokes and jargon and allowing students to discuss ideas with friends, in theirown language if they wish, before any discussion or presentation to a larger audience, will help many students.

• Provide activities that enable students to get to know each other and model inclusive behaviour by setting rules such as making sure everyone talks in turn, without interruption.

• Consider the use of exercises and discussion in the early stages of courses, or in induction, about inclusivity and diversity as a way of raising awareness with students. This may also offer an opportunity for students to raise any concerns or issues. In terms of curriculum design, as opposed to delivery.

• It is useful to consider whether the curriculum is heavily Western and Eurocentric. Are different viewpoints andperspectives studied?

• Consider providing students with multiple ways of acquiring knowledge; multiple ways of demonstrating knowledge andskills and multiple ways of engaging them. An inclusive approach that treats students as individuals, whilst also developing a cohort identity, is likely to help all students succeed.

• Use culturally diverse examples, materials and case studies.Consider whether the material and examples used in assessment (eg, case studies, exam questions) are clear to a diverse range of students and free from stereotypes.

• Be aware that certain contexts of case studies or assignmentscould cause difficulties for some students, eg, an assignment that asks students to observe behaviour in pubs, or a management case study that considers managing a brewery may be difficult for students who have religious or ethical objections to alcohol.

• Check that the wording for tests and examinations is clear and unambiguous. Avoid complex sentence structures,double negatives or embedded questions.

• If specific cultural knowledge is essential; such as knowledge of the UK electoral system or UK law, state this explicitly and provide advice on how knowledge gaps for any student can be filled.



Principle 5 – the curriculum is based upon or has links to research and scholarship

Research and scholarship are fundamental parts of academic life. Engagement in these activitiesallows the course team to develop their interests and establish the currency of their shared knowledgebase.

However, aside from the obvious intellectual fulfilment, linkingresearch and scholarship to curriculum design has significantbenefits for both student recruitment and the studentexperience. A recent study by Healy et al. (2010) highlightedstudents’ perceptions of learning from staff research andindicated that students regarded lecturers as more enthusiasticand credible in these circumstances. Further, students alsoenjoyed the opportunity to “bask in the reflected glory” oflecturers who were involved in research and scholarship – andexperienced pride in these associations. Finally, students feltthat this was a good way to increase their understanding of thesubject, increased their interest and enthusiasm and helpedthem to understand issues around methodology. However,Healy et al also found that almost half of the students surveyedwere not aware of the types of activity that staff engaged inand felt that these were poorly promoted. Therefore, althoughwe may think that we are actively promoting these links, wemay need to find other ways of communicating these tostudents.

At this point it is, however, important to say that we are not justtalking about “research.” Although the term is used mostfrequently here, this is for practical purposes and we need to beaware of how else staff expertise can be translated intocurricula. For some courses students may well benefit fromthose with expertise in consultancy or other applied fields. Astudent who is coming to terms with the difficulties of takingclassroom learning into a practical placement may well findthat a module (or even a single seminar) based on a member ofstaff’s own applied experience can ignite some understanding.Hearing about the pitfalls as well as the successes may makethem feel that they are not alone in coming to terms withtranslating theory into practice. Therefore course teams mayalso wish to consider how applied expertise can be used toinform and enhance course design and delivery.


Has the course team considered: More on this 3

How to include research, scholarship and applied activity in the current curriculum Principle 5 narrative

How scholarship, research and practical/applied work are used to establish the course as distinct from other courses

Whether the curriculum could be amended to include any or all of these activities or Principle 3 narrative,could include more of them Principle 5 narrative

The range of different ways that the course engages students in research, scholarship and Principle 5 narrativeapplied activity

The match between the course team’s perceptions and student perceptions of how research is presented in the course

How information about staff research and consultancy activity is conveyed to students to best advantage

How cutting edge developments in research or practice are included in the course

How the development of critical thinking, research and/or applied skills are facilitated in Principle 5 narrative,the course Principle 3 narrative

What other skills may be developed by linking curricula to research, scholarship and applied activity. These could include, for example, communication skills, project management, initiative and problem solving and creativity.

How students are made aware of the ethical and practical issues associated with research? Principle 5 narrativeThis could include, for example, issues of plagiarism, work with research participants and health and safety issues.

What “added value” comes from research and scholarship in the course which could Principle 5 narrative,improve the employability of graduates from the course Employability Skills

section, Information on Grad Edge Scheme

What staff development is needed to effectively support the inclusion of research, Principle 5 narrativescholarship and applied activity in the curriculum

What resources are required (eg, technical support, library resources) and available to support the inclusion of research in the curriculum

As well as enhancing the student experience, designingresearch and scholarship into the curriculum allows you to alsoestablish what is distinctive about your department or course.This distinctiveness is extremely useful for course marketing,can “add value” to your courses and can furnish students withthe opportunity to develop distinctive identities which arestrongly linked to your course. This identification with aparticular course or discipline will promote studentengagement and may positively impact on retention andperformance. Further in the Higher Education Academy’sProfessional Standards Framework (HEA 2012), “the outcomesfrom research, scholarship and continued professional

development” (p.3) and awareness of the wider context forHigher Education are regarded as part of a set of values forprofessional practice. Given the importance of professionalengagement and skills as part of graduate employability, takinga critical, research informed approach can have further benefits;acting as a model for the student’s own professional practice.Those subject areas which are closely linked to externalprofessional bodies, for example, may already be using researchand practice informed delivery as a means of demonstratingprofessional competencies and standards. This can help astudent to “see” the applicability of such standards in their ownlearning and applied practice.



Therefore it is clear that research and scholarship can be highlybeneficial for the student experience. When including it in aparticular course it is possible to engage students in a range ofdifferent research activities – e.g. teaching them aboutmethods of enquiry, providing sessions based on staff researchinterests, involving students as participants or even includingthem as co-researchers. Linking the curriculum to research andscholarship promotes flexible reasoning, critical thinking andevaluation and allows opportunities to develop group workingand communication skills. Assessments can be designed whichtest students’ abilities to engage with research in different waysand which allow progress to be demonstrated. For example, agroup of first year students may summarise and begin to

evaluate a simple journal article. In contrast, second years maycritically evaluate and compare 2 articles which test competingtheoretical perspectives while final year students may developa critical appraisal of an entire research area and design a studyto extend the field further.

Healy et al present a useful taxonomy (p.237) reproduced here– based on research conducted by others such as Griffiths(2004). This presents four different methods of engagingstudents with research and it may be useful to consider whichbest fits your curriculum or how it may be possible toincorporate more than one of these into a course:

The variety of approaches that can be taken has also been seenin more recent work (e.g. by Visser-Wijnveen et al., 2012);further supporting that using an academic’s own research andpractice is not necessarily the only approach that can be takenhere. In fact, including a focus on research, scholarship andapplied activity can be as much about encouraging a “critical”and “evidence-based” disposition in our students. This wasreported by both the teachers and, most crucially, the studentsin this study. Specifically students reported that such activitynot only enhanced their skills but also changed their attitudesto knowledge and their disposition for learning. Thereforeincorporating any of these approaches may bring widerbenefits for effective curriculum delivery.

Further informationHealy, M. and Jenkins, A. (2009). Developing undergraduateresearch and inquiry. Higher Education Academy. Downloadedon 21st October 2010 fromhttp://www.heacademy.ac.uk/ourwork/supportingresearch/teachingandresearch This contains some further informationabout how “inquiry” can be built into curricula as well as someinteresting case studies for illustration.

Healy, M., Jordan, F., Pell, B., and Short, C. (2010). The research-teaching nexus: a case study of students’ awareness,experiences and perceptions of research. Innovations inEducation and Teaching International, 47, 235-246.

Visser-Wijnveen, G.J., van Driel, J.H., van der Rijst, R.M., Visser, A.,and Verloop, N. (2012). Relating academics’ ways of integratingresearch and teaching to their students’ perspectives. Studies inHigher Education, 37 (2), 219-234

Type of Activity

Research led

Research oriented

Research based

Research tutored

Definition and Examples

Information about current staff interests is transmitted to give students theopportunity to learn about research. Examples here might be classes on topicsassociated with staff research activity.

The emphasis here is on learning about the process of doing research, includinga critical appraisal of how information in a subject area is established andevidenced. Examples here might include learning about methodology, actingas participants in class studies or critically evaluating published material.

In research based learning, students take on the role of researcher and learningproceeds through an enquiry-based method. Examples of this might includeprojects and dissertations but also case studies and interventions.

Small group learning where students and tutors discuss research. Examplesmight include topic-based tutorials, workshops or group supervision sessions.


Principle 6 – that the curriculum is based on feedback, evaluation and review

Course review should be a continuous, active and responsive process that encourages critical reflectionand improvement for both the course team and the students.

Curriculum development should be based on student feedbackand evaluative information gained from a number of sources.46

These might include, for example:• entry statistics• progression and retention rates• analysis of career paths of graduates• external examiner reports• the National Student Survey and the Postgraduate Teaching

Experience Survey • student feedback, provided in module evaluations, student

councils, staff and student liaison committees, examinationboards

• the Destination of Leavers from Higher Education (known colloquially as ‘the DeLHE Return’)

• UniStats47

• the Course Digest• benchmark statements • guidance from professional bodies• feedback from past graduates• feedback from employers.

Development in this area should be detailed each year in theAnnual Monitoring Report (AMR) for action and considerationby the course team. There should also be evidence ofcontinuing development and review, not just as part of theannual monitoring and review process. The AMR should beseen as part of continual development. The AMR usesperformance indicators to explore trends and to discusswhether any changes to teaching, learning and assessment arerequired. In planning and reviewing courses, course leadersshould ensure that course teams identify their key sources ofevaluative information. In particular, course teams should beable to detail how such sources of evaluative material arecontinually monitored, fed into the development of the courseand how this has impacted upon student learning. Courseteams should be able to provide evidence of evaluation andreview of learning and teaching practice. This could take theform of:

• module and course evaluations• course team development, for example, through

developmental away days attendance at learning andteaching conferences

• papers given at learning and teaching conferences• Individual professional development planning to improve

teaching and learning processes including engagement withthe Reflecting on Academic Practice Scheme to developlearning and teaching

• evidence from local peer review processes and how this feedsinto improving learning and teaching practices in the courseteam

• evidence of research or scholarly activity in the area of learning and teaching which impacts on the student experience.

In addressing the possible sources of feedback has the course team: More on this 3

indicated a continuing strategy for using feedback in the evaluation and review of the CELT: Website course? Resources

identified key sources of feedback information?

shown evidence of evaluation and review of such information leading to development of learning and teaching practices?

designed into the course opportunities for feedback and evaluation?

shown engagement of the course team in Faculty, University (CELT) and external learning and teaching development opportunities?

46Colleagues in administrative support, Heads of Student Experience and CELT will be able to advise programme teams on access to these sources.47http://unistats.direct.gov.uk/

Conclusion and Further Support

We hope that you have found this guide useful in designing or reviewing curriculum, and that theprinciples have provided a sound framework within which to consider your course aims andcontent. If you would like to discuss the guide, or any aspect of curriculum development pleasecontact your Faculty representative from the team of authors, or a member of staff in CELT.



The course team can encourage the collection of informal aswell as using institutional and external feedback. Theinvolvement of students is an important factor in courseevaluation and development. For example, formativeassessment could be used allowing students to summarise keymodule/course themes providing instant feedback on theeffectiveness of content. Peer review could be another way of

obtaining feedback or new ideas about the course. Staff shouldbe encouraged to be reflective, to monitor their owneffectiveness and to share ideas and practice with the courseteam. Evaluation should therefore be a continuous, active andresponsive process that encourages critical reflection andimprovement for both the course team and the students.

References

Greeno, J. G., Collins, A.M. & Resnick, L. (1996). Cognition and Learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook ofEducational Psychology. New York: Simon & Schuster Macmillan.

Mayes, T., & de Freitas, S. (undated). JISC e-Learning Models Desk Study. Retrieved 23 March 2011, fromhttp://www.jisc.ac.uk/elp_outcomes.html


Glossary

CELT: is the Centre for Excellence in Learning and Teaching atthe University of South Wales which develops new policyrelevant to teaching, disseminates good practice in delivery,assessment and student support and provides resources toassist course teams in developing modules and courses. Moredetails can be found at http://celt.southwales.ac.uk/

Course: This is the term used for the degree that a student isstudying towards. Each course will have a set of overarchingaims which are then covered in particular combinations ofmodules and will have arrangements for admissions, studentsupport, monitoring and feedback.

Course Digest: The Course Digest is a collection of individualperformance indicators and other statistical data which relateto an individual course title. The information for each indicatorcontained in the Course Digest has, in most cases, beenpreviously published as an individual indicator in theInformation Digest. http://academicregistry.southwales.ac.uk/coursedigest/

Course Specification: This is the document produced toarticulate the details of a course, including the aims, learningoutcomes, admission requirements, details of student supportand monitoring information.

Credit: A measure of the amount of student learning time. Auseful rule of thumb is that 1 credit = 10 hours of studentlearning time which can include attending taught sessions,reading/preparing for classes or completing assignments.Students need to complete a set number of credits to attain adegree and these credits can be transferred betweeninstitutions if appropriate.

Destination of Leavers from Higher Education (the DeLHEReturn): A national survey sent to all graduates in the UK sixmonths after graduation. This gives graduates an opportunityto provide information about their current employment orstudy and results of this survey are used to generate graduateemployment rates used in University league tables.

Grad Edge: Grad Edge is the employability programme for theUniversity of South Wales. It provides extra-curricularopportunities, such as guest lectures, networking opportunitiesand practical training, such as maximising your CV and LinkedInprofile. http://gradedge.southwales.ac.uk/

HEFCW: The Higher Education Funding Council for Wales.HEFCW are responsible for funding higher education (HE) inWales. They distribute funds for education, research and relatedactivities at eleven higher education institutions, including theteaching activities of the Open University in Wales.http://www.hefcw.ac.uk/

HESA: Higher Education Statistics Agency. HESA collects arange of data every year UK-wide from universities, highereducation colleges and other differently funded providers ofhigher education. This data is then provided to UKgovernments and higher education funding bodies to supporttheir work in regulating and funding higher educationproviders.

ICIS: Integrated Curriculum Information System. The ICISDatabase facilitates staff and students in gaining an in-depthunderstanding of their course and module content. Users areable to search for Module and Course Specifications and canalso print a PDF of their required specification.http://academicregistry.southwales.ac.uk/icis/

IT Services: The University’s IT Services department offers arange of services, offering information, advice and support tostudents and staff http://its.southwales.ac.uk/

Module: A free-standing unit of learning with its ownassessments, course content and learning outcomes. Mostcourse teams are familiar with modules as these are the“courses” they teach on a day to day basis. However, sometimesthe self-contained nature of a module is not as clear. Studentsshould be able to attain the learning outcomes with referencejust to content or knowledge acquired on this module. Ifknowledge from modules running previously or concurrently isrequired, these can be set as pre-requisites and co-requisites.

Module specification: This is a standard template forpresenting information about a particular module. This is usedboth for course validation and to present basic information tostudents about the module content. A good modulespecification should provide clear information about content,have specific and measurable learning outcomes which areclearly linked to assessments and should include appropriateassessments with reference to the University Learning,Teaching and Assessment Strategy.



National Student Survey/Postgraduate Teaching ExperienceSurvey: These are national surveys for undergraduate (NationalStudent Survey) and postgraduate students. Students areasked to rate all aspects of their course, including teaching,feedback, student support and resources. Results from thesesurveys are weighted and make a strong contribution toUniversity league tables. http://www.thestudentsurvey.com/

QAA: The Quality Assurance Agency – the organisation whichdevelops good practice and regulatory frameworks for HigherEducation in the UK. The Quality Assurance Agency produces,for example, subject-specific benchmark statements andconducts audits of taught provision at Higher EducationInstitutions. http://www.qaa.ac.uk

SSLS: Student Support and Library Services. The University hasa full range of support services available to ensure our studentslearning experience is both accommodating and enjoyable.The University’s Student Services department offers a range ofservices, offering information, advice and support to studentsand staff. http://www.southwales.ac.uk/ssl/

Unistats: This is the Government website which publishes dataabout each Higher Education Institution in the UK. These datainclude the National Student Survey and Destination of Leaversfrom Higher Education survey. It is searchable by course and/orinstitution and is used by prospective students and parents tohelp decide on courses. It can be accessed atwww.unistats.com


Appendix 1

Learning models for applying the CurriculumDesign Guide principles

This document aims to supplement theUniversity of South Wales Curriculum DesignGuide and offer some indicative (but notprescriptive) examples of how the six principlesidentified in the Guide can be incorporated intothe curriculum.

This paper does not seek to prescribe particular pedagogies (orandragogies or heutagogies) to the examples but does referthe reader to Associative (learning as activity through

structured tasks), Cognitive (learning through understanding)and Situative (learning as social practice) models of learningpresented as part of the JISC Design for Learning course ofwork (Mayes & de Freitas, undated) based on the original workby Greeno, Collins & Resnick (1996).

The table below presents the curriculum design principles (P1-P6) and their connection with the model of learning theory,together with some indicative activities which colleagues maylike to consider as they embed the curriculum designprinciples.

Curriculum Design Principle

P1. Viability and sustainability ofthe course

P2. That the curriculum is holisticand coherent

Model of learning theory

Indirect because the principle isconcerned with delivering viableand sustainable programmes ofstudy.

Associative – learning as activitythrough structured tasks

Cognitive - learning throughunderstanding

Situative - learning as socialpractice


Students will experience a variety of structured tasksin the modules comprising the course. These tasks willfacilitate understanding of subject matter and allowthe students to understand the interconnectivitybetween modules and how these relate to the courselearning outcomes.

Students will demonstrate their understanding ofmodule content through a variety of assessmentopportunities that build into a cohesive assessmentfor learning experience across their course of study.

Students will experience a variety of opportunities tolearn as part of a group/team. Some of these activitieswill also be formally assessed as group work. Studentswill understand the opportunities for work placement,work-based learning opportunities and learningthrough employment accreditation that enable themto transfer their course content into their ownprofessional practice.




P3. That the curriculumencourages a breadth and depthof learning that is studentcentred, fostering progressionand independence

P4. That the curriculum isinclusive and accessible/student centred









Students undertake structured learning tasks, at leastsome of which they contribute to the creation of. Thetutor and peer feedback on these tasks encouragesfurther learning and enhancement of understanding.The tasks should offer opportunities for developingscaffolding learning i.e they have an interrelationshipwith one another, rather than being a collection ofdisconnected tasks.

Students are provided with the opportunity to presenttheir work and critique the work of their peers in avariety of tasks from the simple (each contribute oneexample to illustrate a theoretical perspective)through to complex (each give an in-depth account ofan application of theory). In presenting theexample/account, students develop greaterunderstanding of the application of theory rather thana surface learning approach to building knowledge.

Students co-create their learning tasks by working inpartnership with others to build a community oflearning and understanding of the curriculum areathat extends beyond the current level of learning intofuture years as they progress through the course.

Students are able to undertake tasks in a variety offormats which reflect the diverse backgrounds,cultures and learning styles of the cohort.

Students are encouraged to work with peers frominternational backgrounds, different cultures andthose with specific learning needs to extend theirunderstanding of - and attitudes towards – others,extending their awareness and understanding ofglobal citizenship within the context of the curriculumor course area.

Opportunities for shared learning, authentic/simulated work experience and group activities takeappropriate account of the diversity of the learnercohort.



P5. That the curriculum is basedupon or has links to research andscholarship

P6. That the curriculum is basedon feedback, evaluation andreview









Students are given opportunities to be informed bycurrent scholarship and research produced by theirtutors. Opportunities are created for students tocontribute to the scholarship of the subject areathrough the tasks they complete as part of the modulestudied.

Students are encouraged to present précis papers,summaries, discussion topics, online blogs and wikisetc disseminating the current scholarship andresearch in the curriculum area being studied. Therequirement to synthesise the research develops thelevel of understanding about the wider context withinwhich the curriculum is located.

Students are encouraged to work in groups to identifycontrasting aspects of research in the curriculum areafor seminar discussion. Alternatively, students couldorganise a debate about current research approachesin their subject area, including the popularmethodological approaches and the applicability ofthose in practice rather than in the study of thesubject.

Students are encouraged to provide feedback on themodule through the online module evaluation form inthe online learning environment. Other activities tosecure student feedback on their learning experienceare utilised such as seeking student views about theassessments on the module as part of the assessmentfront-sheet; in class reviews of the module at the halfway point (using the online module evaluationprocess provides anonymised feedback which canthen be discussed in the classroom).

Be clear with students about how the module contentis created and reviewed and how the moduleassessment strategy fits within the overall modulelearning aims and objectives. Anecdotal researchsuggests that when students understand thecomplexities of module creation, review andassessment design they are less instrumental in theirapproach to assessment.

Opportunities are provided for group discussionabout the learning experience which includesstudents, staff who contribute to the module, theFaculty Head of Learning and Teaching and StudentVoice Representatives, Course Representatives etc atthe point of module or course review.



Indi

cativ

e m

odel

for a

thre

e-ye

ar u

nder

grad

uate

cou

rse

A m

odel

for p

lann

ing

the

curr

icul

um o

f a th

ree

year

und

ergr

adua

te d

egre

e ba

sed

on a

com

mon

firs

t yea

r, ill

ustr

atin

g ho

w w

ork

expe

rienc

e, w

ork

base

d le

arni

ng, p

lace

men

t or

lear

ning

thro

ugh

empl

oym

ent o

ppor

tuni

ties

mig

ht b

e bu

ilt in

to th

e cu

rric

ulum

are

sho

wn

in th

e ex

ampl

e be

low

. Ag

ain,

this

is n

ot in

tend

ed to

be

pres

crip

tive

but i

s off

ered

as

aus

eful

indi

cativ

e m

odel

as

a st

artin

g po

int f

or d

iscu

ssio

n an

d de

bate

by

cour

se te

ams.

Year

One

Com

mon

mod

ules

mak

e up

maj

ority

of

cred

its (8

0) a

llow

ing

seve

ral r

elat

edco

urse

s to

be

brou

ght t

oget

her i

n a

suite

One

of t

he c

omm

on m

odul

esin

trod

uces

the

app

ropr

iate

prof

essi

onal

ski

lls fo

r the

dis

cipl

ine

and

the

nat

ure

of e

mpl

oym

ent f

orgr

adua

tes

of th

e di

scip

line.

Stud

ents

are

intr

oduc

ed to

the

requ

irem

ents

of i

ndep

ende

nt,

auto

nom

ous

lear

ning

to p

repa

re th

emfo

r the

redu

ctio

n in

con

tact

hou

rs a

sth

ey p

rogr

ess

thro

ugh

the

cour

se.

Prop

ortio

n of

cre

dits

(40)

are

set a

side

whi

ch e

xpre

ssly

del

iver

the

spec

ialist

course content for the named route

students enrolled onto.

Year

Tw

o

The

prop

ortio

n of

com

mon

to s

peci

alis

tm

odul

es is

reve

rsed

, with

stu

dent

sde

epen

ing

thei

r kno

wle

dge

of s

peci

alis

tcu

rric

ulum

are

as in

thei

r pro

gram

me

ofst

udy.

The

oppo

rtun

ity to

par

ticip

ate

in w

ork-

base

d le

arni

ng, a

uthe

ntic

ass

essm

ent o

rsi

mul

atio

ns is

pro

vide

d.

Stud

ents

are

enc

oura

ged

to c

ompl

ete

the

Gla

mED

GE

Cert

ifica

te*

in a

dditi

on to

thei

r cou

rse

cont

ent o

r as

a co

mpo

nent

of a

sec

ond

year

mod

ule.

Year

Thr

ee

Stud

ents

stu

dy th

e va

st m

ajor

ity o

fth

eir c

redi

ts (1

00) i

n th

eir c

hose

nsp

ecia

lism

.

The

rem

aini

ng 2

0 cr

edits

offe

rop

port

unity

to

stu

dy a

wild

car

dm

odul

e w

hich

mee

ts

a st

uden

t's p

rosp

ectiv

e em

ploy

men

tam

bitio

ns, o

r giv

es th

e co

urse

team

the

optio

n of

intr

oduc

ing

a co

mm

on fi

nal

year

cor

e m

odul

e.

Sum

mer

wor

kex

perie

nce

Sum

mer

wor

kex

perie

nce

orpl

acem

ent

Students are encouraged to consider how their summer work connectswith the subject they are studying. Also advised how the transferable skillsthey develop over their summer work experience will enhance theirlearning experiences in year two.

Where no organised work experience is included, students are given sameadvice as year one summer work experience. Where an organisedplacement activity takes place, regardless of length and timing of thatactivity, students are encouraged to reflect on the transference ofknowledge and skills from their studies into their practice and from theirpractice into their final year studies.

Am

ount

of t

each

ing

cont

act t

ime

isw

eigh

ted

tow

ards

yea

r one

stu

dent

s

Teac

hing

con

tact

tim

e is

redu

ced

for

year

two

stud

ents

as

they

beg

in to

de

velo

p gr

eate

r aut

onom

y in

thei

r le

arni

ng a

ppro

ach

Teac

hing

con

tact

tim

e is

muc

h re

duce

dfo

r fina

l yea

r stu

dent

s w

ho a

re n

owad

ept,

inde

pend

ent a

nd a

uton

omou

sle

arne

rs

*The

Gra

d Ed

ge C

ertifi

cate

is a

vaila

ble

to a

ll un

derg

radu

ate

stud

ents

. Fu

rthe

r det

ails

are

ava

ilabl

e fr

om th

e U

nive

rsity

Car

eers

and

Em

ploy

abili

ty U

nit i

n St

uden

t Ser

vice

s.


Appendix 2

Principle 1 – Viability and Sustainability of the Course


completed a course costing/business case establishing course viability and sustainability Principle 2including relevance to the strategic mission of the University and Faculty and target market. Principle 4NOTE: This must be completed in conjunction with your Faculty Business Manager.

considered course viability and sustainability where there are internal or external collaborative partnerships with key stakeholders.

identified immediate academic staffing requirements to ensure course viability.

identified ongoing academic staffing requirements to ensure course sustainability and succession planning.

identified immediate resources requirements to ensure course viability eg, equipment, Principle 3machinery etc.

identified ongoing resource requirements to ensure ongoing course sustainability Principle 3eg, future equipment requirements.

established a viable and sustainable delivery pedagogy and assessment strategy to ensure sufficient recruitment.

considered any ethical issues associated with the viability and sustainability of the course

Principle 2 – that the curriculum is holistic and coherent


considered feedback from students and external examiners, advisors, employers etc Principle 6

discussed and agreed the course aims Part Two

discussed the appropriate benchmark statement(s) Part One

discussed a range of teaching methods across the course Principle 3

discussed a range of assessment methods across the course Part One and Principle 3

discussed USW’s policies and guidelines such as the Assessment Policy31 Part One

taken account of professional body requirements

agreed the course specification Part Two



Principle 3 – That the curriculum encourages a breadth and depth of learning thatis student centred, fostering progression and independence


Ensured that the Programme Learning Outcomes are comprehensive in approach, meaningful in content, and relevant in academic and industrial contexts?

Examined that module learning outcomes lead directly from course and level learning outcomes?

Examined all modules for overlap, and ensured coverage and delivery of learning Principle 2outcomes overall?

Considered the balance of all modules across the programme in relation to delivering the course learning outcomes.

Considered how learning outcomes at all levels will be communicated to students?

Determined the course’s strategy for assessment and feedback?

Considered how this strategy is implemented, including range of assessment activities, student workload, coverage, timing and nature of assessment.

Considered if the award needs to adhere to professional requirements or guidelines?

Considered the range of learning and teaching strategies employed across the course?

Thought about how students actively engage with their learning through a range of

activities, and

How students prepare for:

Critical methods of thinking Principle 5

Developing research skills

Considered how the delivery, content, assessment and supporting resources provide a meaningful component of the overall course.

Whether the assignments prompt complex thinking, such as integrating concepts, applying learning, constructing arguments and hypothesising?

Considered that the assessment is diverse, engaging, realistic, timely, and meeting student expectations:

Is there a clear relationship between assessment and learning outcomes?

What forms and range of assessment are used in the course?

What are the processes, mechanisms and timescales for assessment?

Considered how assessment influences a student’s approach to learning?

Taken account of the Assessment for Learning Policy33




Checked that the student workload is realistic, balanced, achievable, engaging and communicated to the students.

Considered if formative assessment is used to structure student effort in preparation for the summative components of the course/module?

Identified if the number of assignments, method of assessment and timing, realistic and achievable within the academic year?

Checked for bunching of assessment around key points in the year? How can these be avoided?

Consider if the nature and type of assessments are complementary or repetitive?

Consider whether different methods of feedback are used in modules and across the course? - Group / Peer, Written, Podcast, Individual.

Is the form of feedback suitable for the type of assessment?

Do students receive feedback in time to improve future assignments?

Is the feedback suitably reflective, and does it help students identify strengths and weaknesses to improve future assignments.

How do the course and individual modules prepare students for employment? Employability / PDP: Part 2

How do learning activities, assessment and assessment develop employability skills relevant to the sector?

How will students engage with Personal Development Planning PDP at all levels in the course and specific modules?

How do students progress to become autonomous learners / potential employees from Levels 4 to 6?

How is student’s learning developed through the course?

How are students made aware of their role as active progressive learners at each level?

Considered how different learning technologies are used on the course to enhance the Learning learning process?34 Technology

Considered the role of technology in fostering discussion and feedback: eg, through the wide range of online learning environment tools?

34JISC Guide to using technology when managing curriculum change http://www.jisc.ac.uk/publications/programmerelated/2009/managingcurriculumchange.aspx



General More on this 3

discussed the implications of the likely background, qualifications and experience of Included in its students? Principle 4

considered an inclusive approach to curriculum design and delivery? Included in Principle 4

put in place the administrative arrangements required to provide practical support for Disability and students (both academic and welfare)? Dyslexia service

manager

ensured student support (both academic and welfare) is signposted clearly? Disability and Dyslexia servicemanager

considered a range of assessment types? Included in Principle 4

considered whether students can choose an assessment type? Included in Principle 4

become aware of the single Equality Act 2010? And the University’s Equality Scheme? Included in Principle 4

ensured that the course design does not allow any direct or indirect discrimination based on gender or gender reassignment?

ensured that the course design does not allow any direct or indirect discrimination based on religion or belief?

ensured that the course design does not allow any direct or indirect discrimination based on age?

ensured that the course design does not allow any direct or indirect discrimination based on pregnancy?

ensured that all learning outcomes are explicit to all learners?

taken account of any relevant professional body guidance or requirements?

considered opportunities for students to plan their learning and what support the course provides?

University singleequality scheme35

35http://hr.southwales.ac.uk/hr/equalitydiversity/single_equality_scheme/

Principle 4 – that the curriculum is inclusive and accessible/student centred


Disability and Dyslexia More on this 3

Considered the entry requirements of the course? Included in

• and that they are clear to applicants?

• and that applicants can understand who can and cannot access the course?

• and have determined where adjustments could be made to the entry requirements?

considered whether all methods of course delivery and assessment are accessible to all Included in students? Principle 4

Considered whether there are/is

• any activities such as field trips, laboratory sessions, physical activities, work-based experiences (including clinical placements), exchanges and other activity outside University of South Wales?

• any group work?

• any presentations?If Yes to any of these - do these prevent particular groups from accessing the curriculum or JISC TechDis37

hinder participation in activities? (If yes, then consideration must be given to alternative arrangements and approaches that could be available).

ensured staff know the procedures to follow if a disability is disclosed? DDS Handbook38

Involved colleagues from the Disability and Dyslexia Service for additional advice and Contact Studentguidance Services 01443

482080 or [email protected]

International More on this 3

considered whether this course is suitable for an international audience? Included in Principle 4

considered whether the course is likely to recruit international students?

demonstrated that it has considered the learning needs of international students? Included in Principle 4

considered how the course makes students aware of the global impacts of professions British Councilrelated to the subject area? - Going Global39

considered how the course enables other knowledge/ perspectives to be recognised and valued?

considered in what ways the course seeks to link issues of cross-cultural capability, diversity and global responsibility to employability?

considered how does the course encourage students to be curious beyond their own cultural boundaries?

considered how is a student from this course prepared to interact with/ benefit from/ contribute to diversity in the world beyond the University?

Arranged additional learning and teaching support such as plagiarism awareness Education Drop-in Centre40/CELT41

Principle 4

Inclusive Assessment in Higher Education: A Resource for Change36

36http://www1.plymouth.ac.uk/disability/Documents/Space%20toolkit.pdf • 37http://www.jisctechdis.ac.uk/38http://studentservices.southwales.ac.uk/documents/download/9/ • 39http://www.britishcouncil.org/goingglobal-2_-_1c_-_david_killick.pdf40http://edic.southwales.ac.uk/ • 41http://academicregistry.southwales.ac.uk/regulations/ http://unilife.southwales.ac.uk/pages/3168#goodpractice



Assumptions about:

Prior knowledge

Decisions on marketing andpublicity about the course

Timetabling

The use or non use oftechnology

Staff knowledge of culturaldifferences

The variety or lack of variety ofdelivery and assessmenttechniques across modulesEducation Drop-in

Examples of reasonableadjustments

Will the student be conversant with aVLE? Does the student have a basicunderstanding of the subject? Are thestudent’s maths skills sufficient andcurrent to engage with the course?

Does the information specify the level ofphysical activity which may be requirede.g. geography field courses?Reasonable adjustments would besimulated field work or alternativevenues. Does the publicity specify thelevel of language skills required? Willstudents be assessed for spelling andgrammar?

Reasonable adjustment: appropriatetimes for delivery to accommodatestudents with caring responsibilities orimpairments resulting in fatigue.

If using technology is it compatible withassistive courses such as screen readers?Reasonable adjustment may meanchanging the format of delivery wheretechnology is used or using technologyto aide delivery. The information accessservice in LCSS – link?

Group work may not be appropriate forstudents with Asperger’s syndrome.

What is the consequence of peermarking schemes for students withspecific learning difficulties?Is a fixed time exam requiringknowledge retrieval appropriate forsomeone with depression and anxiety?Is it testing the what is intended in thelearning outcomes

Has the student come from recenteducation experience? Mature studentsmay not have.

Are you being explicit about therequirements and demands of thecourse?

Will the timetable composition affectthose with caring responsibilities,religious practices or impairments?

Is the decision of the team taking accountof the disabled students and use ofassistive technology?

Has any training been undertaken?

The choice and use of fieldtrips/excursions/practicals all affectstudents differently. Using a variety ofteaching and assessment methods, whereappropriate to the learning outcomes, willhelp students with different approachesto learning. The team may consider:• alternative arrangements be made

available to those students who, for example, are unable to access parts of the course such as field trips?

• offering alternatives to all students?Adjusting the methods of learning,teaching and assessment to meet theneeds of a wide range of students is likelyto benefit all students and possibly willimprove student performance.


Principle 5 – the curriculum is based upon or has links to research and scholarship

Has the course team considered: More on this 3

How to include research, scholarship and applied activity in the current curriculum Principle 5 narrative

How scholarship, research and practical/applied work are used to establish the course as distinct from other courses

Whether the curriculum could be amended to include any or all of these activities or Principle 3 narrative,could include more of them Principle 5 narrative

The range of different ways that the course engages students in research, scholarship and Principle 5 narrativeapplied activity

The match between the course team’s perceptions and student perceptions of how research is presented in the course

How information about staff research and consultancy activity is conveyed to students to best advantage

How cutting edge developments in research or practice are included in the course

How the development of critical thinking, research and/or applied skills are facilitated in Principle 5 narrative,the course Principle 3 narrative

What other skills may be developed by linking curricula to research, scholarship and applied activity. These could include, for example, communication skills, project management, initiative and problem solving and creativity.

How students are made aware of the ethical and practical issues associated with research? Principle 5 narrativeThis could include, for example, issues of plagiarism, work with research participants and health and safety issues.

What “added value” comes from research and scholarship in the course which could Principle 5 narrative,improve the employability of graduates from the course Employability Skills

section, Information on Grad Edge Scheme

What staff development is needed to effectively support the inclusion of research, Principle 5 narrativescholarship and applied activity in the curriculum

What resources are required (eg, technical support, library resources) and available to support the inclusion of research in the curriculum



Principle 6 – that the curriculum is based on feedback, evaluation and review

In addressing the possible sources of feedback has the course team: More on this 3

indicated a continuing strategy for using feedback in the evaluation and review of the CELT: Website course? Resources

identified key sources of feedback information?

shown evidence of evaluation and review of such information leading to development of learning and teaching practices?

designed into the course opportunities for feedback and evaluation?

shown engagement of the course team in Faculty, University (CELT) and external learning and teaching development opportunities?

Contact us

If you would like to discuss this document, or have suggestions for improvingthe Curriculum Design Guide please do not hesitate to contact a member ofthe Curriculum Design Guide project team:

Sue Stocking – Faculty of Computing, Engineering and ScienceSian Rees – Faculty of Business and SocietyHuw Swayne – Faculty of Creative Industries Mark Broom or Dr Rachel Taylor – Faculty of Life Sciences and Education Euros Evans or Dave Smith – Student and Library Services Dr Karen Fitzgibbon or Lyndsey Muir – CELT

December 2013